Goal A - Students will be able to compose for particular audiences and purposes
This goal represents obtaining the ability to transform information in ways that are appropriate to who is viewing it and why they are. Using what I've learned in this class has given me the ability to do so for many of the assignments. I took a research paper I wrote on time management and college students and transformed according to the audience I was trying to capture which is known as the EAR assignment. I created genres (brochures, posters, flyers, etc.) doing this to make it more appealing to whoever is viewing it and grab their attention quick. I began by creating a brochure:
For this assignment the audience was college students, which I used the brochure to capture their attention. Every college student will tell you how important time management is when it comes balancing your life during college. Seeing such an easy-to-read hand guide on how to do that will increase the chances of them picking it up and using it to their advantage. I took a whole bunch of research and narrowed it down to be simple and easy for my audience to read, which is what college students want. I used bright colors and a few pictures to grab their attention more.
My flyer:
The flyer is suppose to capture the attention of college student's parents. Something quick, bold, and about their kid is going to capture their attention in a second. I did not find it necessary to put more information on time management since parents are not the ones trying to fill those shoes. It captures their attention because it is a way for them to realize how important time management is to their kids which they can then influence their kids to seek more information on it. I used more subtle colors and nice font since it is appealing to parents and needs to be taken more seriously.
Goal B - Students will be able to compose using language and conventions appropriate to genre
This goal aims to write or present using the style/rules of the form. I achieved this goal during the CLUE project when I wrote a paper that gathered all the information I collected, from different places, into one in the appropriate form. I used a style that goes in order as problem, background, method, findings, conclusion. My research was based on college and time management where I used time diaries of students hourly activity of the week and research on the topic which I transformed into a paper that is easy to follow. I started with how hard time management is and how it effects someone to state the problem. I used my research as the background by stating what backs up the issue I have prevailed and revealing strategies my research showed helped with this problem as my method. I then used the information I was given by students to resemble my findings since they are the ones in the situation. The time diaries were great examples I could use to show what they have found to be the best strategy, including myself. My conclusion tied everything together at the end and showed how my research supported my findings not only to me but to the reader.
Goal C - Students will be able to read, select, and use evidence critically to formulate and support arguments
This goal is gaining the ability to find, evaluate and use information that will help support a point. For my CLUE project, I had to research information that would support the point I was trying to make about college and time management. Not only did I use things such as sources, library resources, FAQ-I sheets, but also my own information which I then used to support my arguments about what the best ways to manage time were. From an infinite amount of information, I picked out some that I could use as evidence to support myself. I found a lot of the same information as well where I used them together to compile to use as evidence.
Goal D - Students will be able to interpret and compose in a variety of media and print/non-print genres This goal is to read and create in multiple ways, using multiple forms. During the EAR projects, we used what is called CRAP principles to do exactly that. CRAP stands for contrast, repetition, alignment, and proximity. These are all relevant to being able to take information and compose it appropriately into a range of things.
For my second step of the EAR project, I created a flyer for parents that is simple and quick. The information on time management was composed in a way that was suitable and organized. I used this information to better understand the information in different ways, such as the flyer rather than a research paper. For contrast, I used subtle colors since it is for parents, one must choose colors that go well with one another and are appropriate to the audience. For repetition, I used the same colors for certain headings and bullet points, it is important to stay with what you already have so I looks nice. For alignment, I gave everything enough room and aligned it all in a certain way to make it more appealing and organized. For proximity, I made sure everything was in the appropriate area according to the similarity in information in the section.
My the fourth step of the EAR project I had to create a satire of one of my previous EAR steps. I needed the ability to take what I had already composed into something else and compose that into something else. I used the same basic elements to make it look just the same as the flyer but I changed a few things to make it appeal to a different audience. I was able to interpret the information and use it to create a satire from a flyer I created from a research paper.
Goal E - Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts
The main idea of this goal is to make revisions both by yourself and by others. For every final part of our projects, CLUE, EAR, TELL, we had brought in a draft to have reviewed by classmates and our professor to find what improvements we could make based on others observations. Feedback from others really helped my work and also helped jump start my own revisions and see even more since already broadening my perspective. I used my own and others criticisms and applied them to my work to improve it.
For my CLUE project, my peers and professor's revision really helped me because they made me realize what I was not only doing wrong but what I was doing right. I realized I didn't even have my personal experiences in a paper about college and time management. This was critical because I am in that position and what better way to support myself than to use my own experiences as another part of my argument. Using their feedback I saw what I needed to work on and what I should keep the same. Help from others creators better work than you could ever do on your own, all together is better than one.
This goal represents obtaining the ability to transform information in ways that are appropriate to who is viewing it and why they are. Using what I've learned in this class has given me the ability to do so for many of the assignments. I took a research paper I wrote on time management and college students and transformed according to the audience I was trying to capture which is known as the EAR assignment. I created genres (brochures, posters, flyers, etc.) doing this to make it more appealing to whoever is viewing it and grab their attention quick. I began by creating a brochure:
For this assignment the audience was college students, which I used the brochure to capture their attention. Every college student will tell you how important time management is when it comes balancing your life during college. Seeing such an easy-to-read hand guide on how to do that will increase the chances of them picking it up and using it to their advantage. I took a whole bunch of research and narrowed it down to be simple and easy for my audience to read, which is what college students want. I used bright colors and a few pictures to grab their attention more.
My flyer:
The flyer is suppose to capture the attention of college student's parents. Something quick, bold, and about their kid is going to capture their attention in a second. I did not find it necessary to put more information on time management since parents are not the ones trying to fill those shoes. It captures their attention because it is a way for them to realize how important time management is to their kids which they can then influence their kids to seek more information on it. I used more subtle colors and nice font since it is appealing to parents and needs to be taken more seriously.
Goal B - Students will be able to compose using language and conventions appropriate to genre
This goal aims to write or present using the style/rules of the form. I achieved this goal during the CLUE project when I wrote a paper that gathered all the information I collected, from different places, into one in the appropriate form. I used a style that goes in order as problem, background, method, findings, conclusion. My research was based on college and time management where I used time diaries of students hourly activity of the week and research on the topic which I transformed into a paper that is easy to follow. I started with how hard time management is and how it effects someone to state the problem. I used my research as the background by stating what backs up the issue I have prevailed and revealing strategies my research showed helped with this problem as my method. I then used the information I was given by students to resemble my findings since they are the ones in the situation. The time diaries were great examples I could use to show what they have found to be the best strategy, including myself. My conclusion tied everything together at the end and showed how my research supported my findings not only to me but to the reader.
Goal C - Students will be able to read, select, and use evidence critically to formulate and support arguments
This goal is gaining the ability to find, evaluate and use information that will help support a point. For my CLUE project, I had to research information that would support the point I was trying to make about college and time management. Not only did I use things such as sources, library resources, FAQ-I sheets, but also my own information which I then used to support my arguments about what the best ways to manage time were. From an infinite amount of information, I picked out some that I could use as evidence to support myself. I found a lot of the same information as well where I used them together to compile to use as evidence.
Goal D - Students will be able to interpret and compose in a variety of media and print/non-print genres This goal is to read and create in multiple ways, using multiple forms. During the EAR projects, we used what is called CRAP principles to do exactly that. CRAP stands for contrast, repetition, alignment, and proximity. These are all relevant to being able to take information and compose it appropriately into a range of things.
For my second step of the EAR project, I created a flyer for parents that is simple and quick. The information on time management was composed in a way that was suitable and organized. I used this information to better understand the information in different ways, such as the flyer rather than a research paper. For contrast, I used subtle colors since it is for parents, one must choose colors that go well with one another and are appropriate to the audience. For repetition, I used the same colors for certain headings and bullet points, it is important to stay with what you already have so I looks nice. For alignment, I gave everything enough room and aligned it all in a certain way to make it more appealing and organized. For proximity, I made sure everything was in the appropriate area according to the similarity in information in the section.
My the fourth step of the EAR project I had to create a satire of one of my previous EAR steps. I needed the ability to take what I had already composed into something else and compose that into something else. I used the same basic elements to make it look just the same as the flyer but I changed a few things to make it appeal to a different audience. I was able to interpret the information and use it to create a satire from a flyer I created from a research paper.
Goal E - Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts
The main idea of this goal is to make revisions both by yourself and by others. For every final part of our projects, CLUE, EAR, TELL, we had brought in a draft to have reviewed by classmates and our professor to find what improvements we could make based on others observations. Feedback from others really helped my work and also helped jump start my own revisions and see even more since already broadening my perspective. I used my own and others criticisms and applied them to my work to improve it.
For my CLUE project, my peers and professor's revision really helped me because they made me realize what I was not only doing wrong but what I was doing right. I realized I didn't even have my personal experiences in a paper about college and time management. This was critical because I am in that position and what better way to support myself than to use my own experiences as another part of my argument. Using their feedback I saw what I needed to work on and what I should keep the same. Help from others creators better work than you could ever do on your own, all together is better than one.